Media Use: Multiple Intelligences

Lesson Plan Activities:

1. Historical Application: “Let's make a list of everything we know about the word in terms of its history.” After students generate a list on the board, ask the following questions-
a. Where did you learn this historical information?
b. Does this history influence your use of the n word? Link to Channel One Survey.

2. Cultural Application: “The history of the n word often seems to be far away from us. I want to bring this word into our reality and discuss it in terms of cultural uses. This word first started appearing in mainstream language in comedy.”
Show clips of Richard Pryor using the word.

Ask for student reactions to this clip. Show Pryor's new act without the word. Ask for reactions to this clip. “Most recently, this word has found itself in rap culture.” Play Nas NIGGER song with lyrics.

3. Circle Discussion: Link historical and cultural implications by listing arguments Francis says in his essay (homework). Arguments highlighted by the students should include the following:
a. The word just slips out in discussions
b. It is different if a white person vs a black person uses it
c. The word 'nigga' is different than 'nigger'
d. Some situations are okay to use the word
e. Each person should make their own decision about the word
Put each argument on a large piece of white tacky paper (Large Post it Pad). Disperse them around the room. Have students count off one to X (how ever many arguments there are). Give each group of students two minutes at each paper, writing a collective response to the original statement or remarks from previous groups.

Play the Def Jam slam poem regarding the n word.

Afterwards, have students think, pair, share about their reactions to this video compared to Julius' arguments (on the white papers). Bring the class back to big group, posing these questions:
a. Does Julius (Def Jam) agree or disagree with Francis based on our circle discussion argument?
b. What does Julius pose as a solution to the n word? How about Francis?

4. Classroom Application: “We've spent the hour talking about the n word. Now we need to decide how to address this word in our classroom. Whatever we decide, as a class, will be the expectation for the rest of the semester.”

Have students pose solutions to this word in our literature. Examples include: not saying the word, saying it only in reference to the text, saying it freely in the classroom, leaving it up to individual discretion. Come to a general consensus regarding the use of this word in the class.

Implications:

This lesson contains a vast degree of teaching tools: songs, video clips, silent reading, group discussion, entire class discussion. Each of these tools represents a level of multiple intelligences. Students may be auditory, visual, spacial, kinestic, social, or exclusionary learners. Whatever the type of intelligence, each student is given an entry into this lesson. Ultimately, media is used in these activities to engage the auditory, visual, and social learners.